How Teacher Efficacy and Receptivity Affect the Perceived Outcomes of Curriculum Reform in Myanmar Basic Education

Abstract

There are few published studies on teacher efficacy and receptivity in Myanmar basic education curriculum reform. The purpose of this study was to examine the perceptions of teacher efficacy and receptivity to the new curriculum implementation and their impact on perceived outcomes of the curriculum reform, using SEM. A mixed-method inquiry was applied, and the sample was 800 primary teachers to conduct surveys and eight teachers to interview. The test items were calculated to determine whether there was reliability and validity or not. Results showed that primary teachers feel assured that they have the ability and skills to influence their students' achievement in the new curriculum and they positively perceive the new curriculum reform and are receptive to its implementation. Primary teachers from urban and more experienced teachers are more acceptable the new curriculum rather than those from rural and less-experienced ones. In examining SEM, teachers with strong self-efficacy beliefs, the practicality of the new curriculum, feelings in comparison with the previous education system, and behavioural intentions are better able to implement the new curriculum successfully in Myanmar and the correlation of teacher efficacy and receptivity was a novel finding and the relationship between them was very high. With great expectations on Myanmar's educational system, primary teachers encounter the challenges in the implementation of curriculum reform though they can perceive the outcomes of curriculum reform.